Peer-Assisted Learning Strategies: Promoting Word Recognition, Fluency, and Reading Comprehension in Young Children

Autor/inn/en	Fuchs, Douglas; Fuchs, Lynn S
Titel	Peer-Assisted Learning Strategies: Promoting Word Recognition, Fluency, and Reading Comprehension in Young Children
Quelle	In: Journal of Special Education, 39 (2005) 1, S.34-44 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
Schlagwörter	Grade 1; Kindergarten; Investigations; Word Recognition; Reading Comprehension; Learning Strategies; United Kingdom (Reading) + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Untersuchung; Worterkennung; Leseverstehen; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	In this article, we summarize a good portion of the CASL research program on reading in the early grades. We first describe investigations conducted in kindergarten, where our focus was on the development of decoding and word recognition. Then we discuss studies conducted in first grade, where we continued to emphasize decoding and word recognition but expanded our focus to include fluency and comprehension. In explaining the methods of these studies, we provide the greatest detail for the first study, at kindergarten. Our description of subsequent studies is more concise because they share many methodological features with the first kindergarten study. Before closing, we offer several conclusions about practice and future research. (Author).
Anmerkungen	PRO-ED, Inc., 8700 Shoal Creek Boulevard, Austin, Texas 78757-6897. Tel: 800-897-3202 (Toll Free).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10